The Influence of Physical Education Teacher Specialization on Instruction

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14510%2F24%3A00144027" target="_blank" >RIV/00216224:14510/24:00144027 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.muni.cz/studiasportiva/article/view/38307" target="_blank" >https://journals.muni.cz/studiasportiva/article/view/38307</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/StS2024-1-12" target="_blank" >10.5817/StS2024-1-12</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Influence of Physical Education Teacher Specialization on Instruction

Popis výsledku v původním jazyce

School Physical Education (PE) is a crucial component of the educational process, significantly influencing students' physical, psychological, and social development. To ensure its effectiveness, teachers should thoroughly consider both the content and organizational aspects of instruction. As a part of their education, teachers should acquire adequate skills, knowledge and abilities for teaching in this way. Teacher specialization indicates their official education for teaching respective school subject (here Physical Education), which plays a pivotal role in this context. The main objective of the research presented in this article is to analyze the influence of teacher specialization in PE on PE regarding the recommended structure of lessons and on effective time use in instruction. The research methodology is based on a quantitative approach, especially video-based analysis and the chronometry method were used. The recommended structure was observed in 21 out of 35 PE lessons. In the remaining 14 lessons, the concluding part was missing, which is crucial in terms of concluding moderate-intensity physical activity, as expected during PE instruction. Since even specialized teachers did not include the concluding part, it cannot be conclusively argued in favor of their education as PE teachers. Furthermore, it was found that PE lessons were on average shortened by 12 minutes and 59 seconds, not lasting the full 45 minutes - we introduced the working term "unused time" in the text to describe this phenomenon. Regarding the use of time in PE lessons, it was surprising to find that specialized teachers had a higher average loss time by 10.2% compared to non-specialized teachers. © 2024 Masaryk University. All rights reserved.

Název v anglickém jazyce

The Influence of Physical Education Teacher Specialization on Instruction

Popis výsledku anglicky

School Physical Education (PE) is a crucial component of the educational process, significantly influencing students' physical, psychological, and social development. To ensure its effectiveness, teachers should thoroughly consider both the content and organizational aspects of instruction. As a part of their education, teachers should acquire adequate skills, knowledge and abilities for teaching in this way. Teacher specialization indicates their official education for teaching respective school subject (here Physical Education), which plays a pivotal role in this context. The main objective of the research presented in this article is to analyze the influence of teacher specialization in PE on PE regarding the recommended structure of lessons and on effective time use in instruction. The research methodology is based on a quantitative approach, especially video-based analysis and the chronometry method were used. The recommended structure was observed in 21 out of 35 PE lessons. In the remaining 14 lessons, the concluding part was missing, which is crucial in terms of concluding moderate-intensity physical activity, as expected during PE instruction. Since even specialized teachers did not include the concluding part, it cannot be conclusively argued in favor of their education as PE teachers. Furthermore, it was found that PE lessons were on average shortened by 12 minutes and 59 seconds, not lasting the full 45 minutes - we introduced the working term "unused time" in the text to describe this phenomenon. Regarding the use of time in PE lessons, it was surprising to find that specialized teachers had a higher average loss time by 10.2% compared to non-specialized teachers. © 2024 Masaryk University. All rights reserved.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

30306 - Sport and fitness sciences

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

STUDIA SPORTIVA

ISSN

1802-7679

e-ISSN

—

Svazek periodika

18

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

13

Strana od-do

137-149

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85201666531